代数式的“读”与“写”

小学时学过用字母表示数的简单例子,进入初中后,将更深入地探讨含有字母的式子.用字母表示数,是从算术向代数过渡的关键.它可以把一般的数量或具有普遍意义的数量关系正确、简明地表达出来,使计算或问题研究更方便.

L2 Syntactic Alignment in the Reading-Writing Integrated Continuation Task: Evidence From Chinese EFL Learners’ Description of Motion Events

This study investigated how the mode in which the reading-writing integrated continuation task was conducted modulates the effects of second language(L2) syntactic alignment, through the English motion event construction with manner verbs. Ninety Chinese students were assigned to either of the two experimental groups or a control group, and they all experienced a pretest, an alignment phase and a posttest. In the alignment phase, the two experimental groups completed a reading-writing integrated continuation task but in different modes. For the multi-turn mode,participants reconstructed a picture story by continuing the episodes extracted from the story with one episode presented and continued at a time;for the single-turn mode, the first half of the same picture story was presented as a chunk, and then participants read and continued it. Results show that L2 learners aligned with the target structure in completing the story, and the alignment effect was retained in the posttest conducted after a delay of two weeks. Moreover, syntactic alignment was modulated by task mode with the multi-turn group exhibiting stronger immediate and longterm alignment effects. We conclude that the continuation task is a fruitful context for L2 structural alignment, and the magnitude of alignment effect hinges on interactive intensity.

Emotional undercurrents beneath the calm surface： An analysis of Langston Hughes＇ writing skills employed in Early autumn

Langston Hughes displays a common incident of the common people and explores the eternal theme of love in his short story Early autumn. This paper discusses the writing skills employed by Hughes from his special point of view, manipulation of characterization and deployment of setting.

How Selection of a Target Feature Impacts Corrective Feedback:Finding Answers Through Meta-Analysis of Chinese EFL Learners

Rather than looking at variables like grammatical feature type,proficiency,and L1 as separate,we must start to view them as interrelated and codependent.In this way,educators may finally learn how to maximize the effect of corrective feedback(CF).A meta-analysis of 13 studies was conducted to examine four styles of CF(implicit prompt,implicit reformulation,explicit prompt,and explicit reformulation)along with the following variables:grammatical feature type,L1 similarity(with Mandarin Chinese),and proficiency level.Results suggest that effect size is highly dependent upon the grammatical feature targeted.Explicit feedback appears to have a scaffolding effect for more semantically or syntactically complex grammatical features.Implicit reformulations(recasts)also provide scaffolding,yielding larger effect sizes than implicit prompts when used with L1 dissimilar features that are more semantically or syntactically complex.

An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing

Teaching theories provide important guidance for language teaching materials development,but there is little research on how textbook writers apply teaching theories in the actual writing process.This study analyzes the process of compiling iEnglish,a series of textbooks based on the Production-Oriented Approach(POA)and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing.By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process,the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.

Instruction of Nominalization by Applying Enabling of POA

It is noticeable that the academic papers written by Chinese English learners are lacking in academic features largely due to their poor ability to use nominalization.Therefore,the instruction of nominalization in an academic English writing course is badly needed.The author conducted onesemester-long instruction of nominalization to 90 non-English majors under the guidance of the production-oriented approach(POA).This research demonstrated how to apply POA,specifically,the enabling procedure to the teaching of nominalization.By triangulating the data of students’interviews,learning journals and written output,and the data of 4 teachers’class observations and interviews,this study found that the accurate application of the three criteria of effective enabling contributed to the improvement of the quantity and quality of nominalization in academic writing.

The Review Study： The Effect of Task-based Approach on the Advanced EFL Learners＇ Narrative vs. Expository Writing

This study was an attempt to determine the effect of task-based approach vs. traditional approach on the narrative and expository writing of the EFL （English as a Foreign Language） learners. This study also tried to see if there is any difference between the narrative and expository writing of the advanced EFL learners＇ when the task-based approach is the instruction of methodology. It was concluded that teaching writing to EFL learners through task-based approach is more effective than teaching writing to the advanced EFL learners traditionally. But, it was found that task-based approach is not biased toward one of the two narratives vs. expository writing modes. For EFL contexts in many countries, there is a strong need for learners to develop their EFL writing ability.

Rhetorical appeal-based writing model

Teaching English composition has long been recognized as one of the most daunting tasks of college education in China. So this thesis is intended to investigate the applicability of the audience-oriented rhetorical appeals to the teaching of English composition.

Exploring summarizing： A case study

As a useful kind of writing, summarizing, aiming at improving students＇ ability to input information （reading） and output information （writing）, and should be emphasized at the advanced writing level, especially when postgraduates further their English studies. In order to have a deep understanding of the status quo of postgraduates＇ ability to summarize, this paper collected some data from the writing assignment and tried to give a detailed analysis of the problems, reasons and put forward some solutions.

What do student writers benefit from pre-writing discussions？

Given that speaking plays a fundamental role in writing, this paper reports on a one-year program of the training of student writers. This training program consists of three parts： a pre-training investigation over learners＇ needs and expectations, various forms of the pre-writing discussions over different stages of the program, and a post-training investigation to get the feedback from the learners.

Analysis of phonological factors in English misspelling

The spelling mistakes in English writing are closely related to the incorrect pronunciation of the students, such as misuse of pronunciation rules of Chinese and English, overuse of the rules and coinage. This paper, on the basis of the analysis of the compositions of the college students, tries to find out how much mispronunciation affects misspelling, analyze the possible causes, and then put forward some suggestions on how to improve English spelling of the students.

Critical strategies for formulating a thesis statement

Good writing is about making good choice of a thesis statement. A thesis statement is not only our source of writing but also our limit and measure. Based on the structure and function of a thesis statement, three critical thesis statement formulating strategies are suggested. The thesis statement formulating strategies are targeted as the critical points in this paper because thesis statement formulating strategies can provide a learner with possibilities of selecting clear and concise thesis statements for writing purposes. These strategies ensure a learner to write effectively in English.

Pragmatic Errors in English Learners＇ Letter Writing

Letter writing is a major part of English practical writing. In their letter writing practice, English learners frequently commit all kinds of errors, quite a number of which are pragmatic errors. Since these errors seem to be quite correct in terms of grammar, they are likely to be ignored by both English learners and instructors. This paper attempts to expose such errors, analyze the causes of them and propose some tentative measures to prevent and to correct these errors.

Metaphors Enhance Creativity in Writing

Metaphor, a rhetoric device which involves both stylistics as well as cognition, is really a hot theme in recent years of academic research. Thus this paper thinks that metaphor may help the language learners to write creatively by a brief introduction and some personal experiences in language teachi ng.

Optimizing Teacher-Student Collaborative Assessment in the Production-Oriented Approach:A Dialectical Research

Teacher-student collaborative assessment(TSCA)aims to address the challenges of responding to students’work in the Production-Oriented Approach:low efficiency and poor effectiveness.As part of a bigger project carried out in a Chinese university over a period of three years,the present study explored how the teacher prepared and implemented TSCA in class,especially with a focus on how she determined the assessing objective and worked collaboratively with her students in class to achieve it,using the students’written and translated texts as examples.By adopting the dialectical research(DR)method,this paper collected qualitative data such as teaching plans,classroom recordings,and reflective journals of the teacher-researcher(the author),along with students’written drafts and translated texts.TSCA theory and classroom practice have been refined simultaneously by means of putting theory into practice and reflecting upon it.The optimized pre-class and in-class procedures may shed some light on applying TSCA to L2 classrooms.

Showcasing modeling strategies in the ESOL writing class： Blending rhetorical fluency with grammatical accuracy

This paper argues for an overt innovational shift in praxis, as well as classroom configuration in the ESOL writing class by calling for a move away from the current foci on process-based pedagogies for newcomer populations, to an explicit teaching of modeling strategies with concomitant practice opportunities provided in the ESOL writing class. It is argued that explicit, sequenced instruction in the domains of rhetorical structure as well as grammatical accuracy provide ESOL （English for Speakers of Other Languages） learners in the emerging stages of language learning with a more concrete grasp of meaning, structure and grammar in rhetorical construction. The modeling strategies proposed in the paper focus on a simultaneous building of rhetorical fluency and grammatical accuracy via spotlighted and sequenced strategies which afford learners practice in smaller chunks of composition including but not limited to thesis statement writing, varied paragraph organization, multiple modes of exposition, and grammatical complexity all in a bid to generate rhetorical depth and grammatical detail in writing. In short, both form and function need to be explicitly taught in the ESOL writing class with adequate opportunities provided for rhetorical practice. Using a meticulous blend of meaningful, authentic and purposeful tasks combined with one-on-one instruction which incorporates a variety of visual and rhetorical modeling strategies, emerging writers, it is argued a move from controlled to automatic writing fluency within a short time span. The pedagogy proposed in the current paper spotlights the specific learner, rather than the writing process and entails a move away from traditional, teacher-fronted classrooms to targeted, workshop-centered configurations which permit for one-on-one conferencing in the ESOL writing class. The visually rendered modeling strategies proposed in this paper argue for writing instruction for ESOL students which is learner responsive, relevant and practical.

Narrating the Past in Different Contexts:C-BI Approach to the Present Perfect and Past Simple

Concept-based instruction(C-BI)has proven to be effective in improving students’command of grammar items used out of context by offering the students revision lessons,but its effect in teaching newly-introduced grammar items in a complex context of a specific genre remains unclear.To probe C-BI’s effect on students’use of the past simple and present perfect tenses out of context and in the context of a narrative by its description of the grammar concept in its materialization,that is,the Schemas of a Complete Orienting Basis of an Action(SCOBAs),we taught the two tenses to 40 eighth-graders in a Chinese middle school in our three-week teaching experiment.The qualitative and quantitative analysis of the results shows that i)in both out-ofcontext use and in-context use,accuracy of using the target tenses is higher after C-BI intervention;ii)by improving their conceptual knowledge through C-BI,the students are helped to pin down reference time and are hence more certain in using the target tenses.Moreover,they are encouraged to use the newly-introduced tenses in the complex context of the narrative genre;iii)both in simple contexts or complex contexts,the SCOBAs are effective in helping students navigate the learning task and determine their intended meaning by establishing temporal reference in the context.

Effects of the Production-Oriented Approach on EFL Learners’Writing Performance in China’s Tertiary Education

The Production-Oriented Approach(POA)has been proposed as a remedy for overcoming the problem of input-output separation in the traditional text-centered teaching and learning paradigm in tertiary education in China.This two-week quasi-experimental study investigated the effect of the POA,compared with the traditional text-centered Intensive Reading Approach(IRA),on college students’L2 writing performance in terms of overall quality of the writing and its components of language,idea,and discourse structure.Data included writing samples of both experimental and control groups before and after classroom instruction and the results of a language achievement test on mastery of target language forms predicating students’language use in writing.The results showed that:1)no significant difference was found between the two groups either in the overall quality or in the“idea”and“structure”of the written texts;2)the experimental group outperformed the control group with respect to language use,in terms of both language quality and the frequency of target language use.These results indicated that the POA might have an advantage over the IRA in facilitating learners’writing development.

An on-line free handwritten Chinese character recognition method based on component cascaded HMMs

This paper presents a cascaded Hidden Markov Model （HMM）, which allows state＇s transition, skip and duration. The cascaded HMM extends the way of HMM pattern description of Handwritten Chinese Character （HCC） and depicts the behavior of handwritten curve more reliably in terms of the statistic probability. Hence character segmentation and labeling are unnecessary. Viterbi algorithm is integrated in the cascaded HMM after the whole sample sequence of a HCC is input. More than 26,000 component samples are used tor training 407 handwritten component HMMs. At the improved training stage 94 models of 94 Chinese characters are gained by 32,000 samples, Compared with the Segment HMMs approach, the recognition rate of this model tier the tirst candidate is 87.89% and the error rate could be reduced by 12.4%.

Cultivation of College Students＇ Critical Thinking Ability Through the Reading-Discussion-Writing Approach

Critical thinking ability is the core skill of higher education. How to train the non-English major students＇ critical thinking ability in the English writing instruction plays an important role in the compound personnel training. In this paper, the reading-discussion-writing approach which guarantees the innovative construction of writing is proposed to train college students＇ critical thinking ability, and specific suggestions on the practice are articulated such as designing diversified listening and speaking lead-in activities to activate or supplement the relative notion and background knowledge, using variety of challenging reading-discussion-writing tasks, and conducting mutual evaluation, etc., to let students deeply understand the text through discussion and promote their language competence and writing ability as well as their reflective thinking ability.